Spelling scheme of work Year 1: Revision of Foundation Stage Letters and Sounds · PDF file · 2015-02-10Year 1: Revision of Foundation Stage Letters and Sounds Phases 1-4 ... boy,

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Stockton Heath Primary School

Spelling scheme of work

Year 1: Revision of Foundation Stage

Letters and Sounds Phases 1-4

Rules / guidelines Example words

Consonant-vowel-consonant (cvc) words

bad, leg, fit, hop, red, run, yes, van, zip,

wet, jam, kit, cup, lid, fox, quiz (fox and

quiz are not phonologically cvc but are

included for the sake of covering all letters

of the alphabet)

Ccvc flat, step, drip, frog, plum

Cvcc sand, help, lost, jump, wind

Ccvcc grand, crept, print, frost, blunt

Words with consonant digraphs ship, fish, chips, much, thin, this, ring

Words ending ‘ff’, ‘ll’, ‘ss’, ‘zz’, ‘ck’ The /f/, /l/, /s/ and /z/ sounds are usually

spelt as ff, ll, ss and zz straight after the

/a/, /e/, /i/, /o/ and /u/ sounds in short

words. Exceptions: if, pal, us, bus, yes

off, bell, kiss, buzz, back

Words ending ‘nk’ The /ng/ sound is spelt as n before k.

bank, pink, think, honk, chunk

Words of more than one syllable

Each syllable is like a ‘beat’ in the word pocket, rabbit, thunder, panda, picnic

2

Year 1: Letters and Sounds Phase 5


Tch If the /ch/ sound comes straight after a

vowel sound spelt with a single vowel letter,

it is usually spelt as tch. Exceptions: rich,

which, much, such

catch, fetch, kitchen, notch, hutch

The /v/ sound at the end of words

English words hardly ever end with the

letter v, so if a word ends with a /v/ sound,

the letter e usually needs to be added

after the ‘v’.

Live, have, give

Adding –s and –es to words (plural of

nouns and the third person singular of

verbs)

Adding the endings –ing, –ed and –er to

verbs where no change is needed to the

root word

Adding –er and –est to adjectives where

no change is needed to the root word

Vowel digraphs and trigraphs:

ai

oi

ay

oy

a–e, e–e, i–e, o–e, u–e,

Some should already be known, depending

on the programme used, but some will be

new.

The endings –ing, –ed, –er and –est, if

relevant, can be added straight on to all

rain, sail, train, paid, snail

oil, boil, join, coin

day, play, say, way, Sunday

boy, toy, enjoy, annoy

made, came, same, take, late

these, theme

3

ar

ee

ea (/ee/)

ea (/e/)

er (stressed sound)

er (unstressed schwa sound)

ir

ur

oo

oa

oe

ou

ow (/ou/)

ow (/oa/)

ue

ew

ie (/igh/)

ie (/ee/) igh

or

ore

aw

au

air

the words which can function as verbs or

adjectives, except for those in italics.

The digraphs ai and oi are never used at

the end of English words.

ay and oy are used for those sounds at the

end of words and at the end of syllables.

Both the /yoo/ and /oo/ sounds can be

spelt u–e.

Saying the /er/ in butter etc. as a clear

/er/ sound (as in her) helps in remembering

how to spell it. Very few words end with the letters oo.

The digraph oa is rarely used at the end of

an English word. The only common English

word ending in ou is you.

Both the /oo/ and /yoo/ sounds can be

spelt as u–e, ue and ew. If words end in the

/oo/ sound, ue and ew are more common

spellings than oo.

kite, bite, like, time, slide, bike

home, those, note, bone, hole

June, rule, rude, use, cube, tune

car, star, park, arm, garden

see, tree, green, meet, week

leaf, sea, dream, meat, read (present

tense) head, bread, ready, instead, read

(past tense) (stressed sound): her, term,

verb

(unstressed schwa sound): butter, letter,

summer, winter, greener girl, bird, shirt,

skirt, third turn, burn, curl, hurt

food, cool, moon, zoo, spoon book, look,

foot, wood, good boat, coat, road, soap toe,

goes out, about, cloud, round, sound

now, how, cow, down, town

blow, snow, grow, slow, show

blue, clue, true, rescue, argue

new, few, grew, chew, drew, threw

lie, pie, cried, tried, fried

chief, field, thief

high, night, light, bright, right

for, fork, born, horse more, sore, before,

wore

saw, draw, yawn, crawl

author, August, dinosaur, astronaut

air, fair, pair, stairs, chair

4

ear ear (/air/) are (/air/)

ear, dear, hear, clear, near bear, pear, wear

bare, dare, care, share, stare

Words ending –y (/ee/ or /i/ depending

on accent)

very, happy, sorry, carry, party

New consonant spellings ph and wh

The /f/ sound is not usually spelt as ph in

short everyday words (e.g. fat, fill, fun).

dolphin, alphabet, phonics, elephant when,

where, which, wheel, whisk

Using k for the /k/ sound

The /k/ sound is spelt as k rather than as c

before e, i and y.

Kent, sketch, skeleton, kit, skip, husky

Adding the prefix –un

The prefix un– is added to the beginning of

a word without any change to the spelling

of the root word

unhappy, undo, unload, unfair, unlock

Compound words

Compound words are two words joined

together. Each part of the longer word is

spelt as it would be if it were on its own.

football, laptop, playground, farmyard,

bedroom, blackberry

Common exception words

the, a, do, to, of, said, says, are, were, was,

I, you, your, they, be, he, me, she, we, no,

go, so, by, my, there, love, come, some, one,

once – and/or others according to

programme used.

5

Year 2: Letters and Sounds Phase 6; Support for Spelling; National Curriculum 2014

Revision of work from Year 1- As words with new GPCs are introduced, many previously taught GPCs can be revised at the same time, as

these words will usually contain them. (See ‘Support for Spelling’ unit 1)


The /j/ sound spelt as –ge and –dge at

the end of words, and sometimes spelt

as g elsewhere in words before e, i and

y

The letter j is never used for the /j/

sound at the end of English words. At the

end of a word, the /j/ sound is spelt –dge

straight after the /a/, /e/, /i/, /o/ and /u/

sounds (‘short’ vowels). After all other

sounds, whether vowels or consonants, the

/j/ sound is spelt as –ge at the end of a

word. In other positions in words, the /j/

sound is often (but not always) spelt as g

before e, i, and y. The /j/ sound is always

spelt as j before a, o and u.

badge, ledge, bridge, dodge, fudge

age, huge, orange, charge, bulge, village

gem,

giant, ginger, giraffe, energy

The /s/ sound spelt c before e, i and y

race, prince, cell, city, fancy

The /n/ sound spelt kn– and (less often)

gn– at the beginning of words

The ‘k’ and ‘g’ at the beginning of these

words was sounded hundreds of years ago.

knot, know, knee, knife, gnat, gnaw

The /r/ sound spelt wr– at the beginning

of words

This spelling probably also reflects an old

pronunciation.

write, written, wrote, wrong, wrap, wreck

The /l/ or schwa + /l/ sound spelt –le at

the end of words

The –le spelling is the most common spelling

for this sound at the end of words.

table, apple, handle, bottle, tickle, middle

6

The /l/ or schwa + /l/ sound spelt –el at

the end of words

The –el spelling is much less common than –

le. The –el spelling is used after m, n, r,

s, v, w.

camel, tunnel, squirrel, tinsel, travel, towel

The /l/ or schwa + /l/ sound spelt –al at

the end of words

Not many nouns end in al, but many

adjectives do.

metal, pedal, capital, hospital, animal,

tropical

Words ending –il

There are not many of these words.

pencil, fossil, nostril

The /igh/ sound spelt –y at the end of

words

This is by far the most common spelling for

this sound at the end of words.

cry, fly, fry, try, reply, July

Adding –es to nouns and verbs ending in

consonant + y

Support for Spelling Y2 T2

The y is changed to i before –es is added.

cries, flies, replies, copies, babies, carries

Adding –ed, –ing, –er and –est to root

words ending in consonant + y


The y is changed to i before –ed, –er and –

est are added, but not before –ing as this

would result in ii. The only ordinary words

with ii are skiing and taxiing.

copied, copier, happier, happiest, cried,

replied …but copying, crying, replying

Adding the endings –ing, –ed, –er, – est

and –y to words ending in vowel +

consonant + e


The –e at the end of the root word is

dropped before –ing, –ed, –er, –est, –y or

any other suffix beginning with a vowel is

added.

hiking, hiked, hiker, nicer, nicest, shiny

Adding –ing, –ed, –er, –est and –y to

words of one syllable ending in a single

consonant letter after a single vowel

letter


The last consonant of the root word is

doubled to keep the /a/, /e/, /i/, /o/, /u/

sound (i.e. to keep the vowel ‘short’).

Exception: The letter ‘x’ is never doubled:

mixing, mixed, boxer, sixes.

patting, patted, humming, hummed, tapping,

tapped, fatter, fattest, runner, runny

7

The /aw/ sound spelt a before l and ll

The /aw/ sound is usually spelt as a before

l and ll.

all, ball, call, walk, talk, always

The /u/ sound spelt o

other, mother, brother, nothing, Monday,

wonder

The /ee/ sound spelt ey

The plural of these words is formed by the

addition of –s (donkeys, monkeys, etc.).

key, donkey, monkey, chimney, honey

The /o/ sound spelt a after w and qu

a is the most common spelling for the /o/

sound after w and qu.

want, wash, wander, watch, quantity, squash

The /ur/ sound spelt or after w

There are very few of these words.

word, work, worm, world

The /aw/ sound spelt ar after w

There are very few of these words.

war, warm, towards

The /zh/ sound spelt s

television, treasure, usual

The suffixes –ment, –ness, –ful and –

less


If a suffix starts with a consonant, it is

added straight on to most root words

without any change to the last letter of

those words. Exceptions: (1) argument (2)

root words ending in consonant + y – see

above.

enjoyment, sadness joyful, playful,

hopeless, plainness (plain + ness)

8

Contractions

In contractions, the apostrophe shows

where a letter or letters would be if the

words were written in full (e.g. can’t – cannot). It’s means it is (e.g. It’s raining) or

sometimes it has (e.g. It’s been raining),

but it’s is never used for the possessive.

can’t, didn’t, hasn’t, couldn’t, it’s, who’s

The possessive apostrophe (singular

nouns)

Megan’s, Ravi’s, the girl’s, the child’s, the

man’s

Words ending in –tion station, fiction, motion, national, section

Homophones and near-homophones

It is important to know the difference in

meaning between homophones.

There/their/they’re, here/hear,

quite/quiet, see/sea, bare/bear, one/won,

to/too/two, be/bee, blue/blew,

cheap/cheep, night/knight

Common exception words

Some words are exceptions in some accents

but not in others – e.g. past, last, fast, path and bath are not exceptions in accents

where the a in these words is pronounced

as in cat. Great, break and steak are the

only common words where the /ai/ sound is

spelt ea.

door, floor, poor, find, kind, find, behind,

wild, most, every, laugh, aunt, autumn,

great, break, steak, push, pull, pretty,

beautiful, hour, shoes, buy, sure, fast, past,

path, bath, eye, climb, thumb, castle, listen,

could, should, would – and/or others

according to programme used. To Common prefixes


Add common prefixes to root words and

understand how they change meaning happy – unhappy; fair – unfair; like – dislike;

appear - disappear

To discriminate syllables in multisyllabic

words as an aid to spelling


This unit offers opportunities to

consolidate earlier learning: compound

words, suffixes and prefixes.

unworn unhappily

unforgiving merciful

thankful unselfish

plentiful unpopular

9

Year 3 Support for Spelling; National Curriculum 2014

Spell high and medium frequency words.

Recognise a range of prefixes and suffixes, understanding how they modify spelling and meaning, and how thy assist in

decoding long, complex words.

Spell unfamiliar words, using known conventions including grapheme / phoneme correspondence and morphological

rules.


To consolidate understanding of adding

suffixes and to investigate conventions

related to the spelling pattern –le


Understanding of suffixes added to verbs

and the conventions governing their use and

introducing a new focus: the spelling

pattern -le at the end of two-syllable

words.

2 different consonants before –le: grumble;

handle; simple; bundle

A double consonant before –le: battle;

middle; apple

One consonant before le: needle; sparkle;

people.

To spell regular verb endings and to learn

irregular tense changes


Extending learning from Year 2 on past

tense verbs. Secure knowledge of regular

verbs before introducing irregular ones.

See examples in ‘Support for Spelling’.

To know what happens to the spelling of

nouns when -s is added


Revise the term singular and plural.

For most nouns add…to form a plural. For nouns ending in a hissing or buzzing sound add…

For nouns ending in y add…


10

To understand how words change when

suffixes are added


Builds on work from Year 2 term 2 and

extends understanding of the spelling and

function of the suffixes -ly, -ful, -less, -er

and -able.

The suffix –ly is added to an adjective to

form an adverb. The rules already learnt

still apply. The –ly suffix starts with a

consonant, so it is added straight on to

most root words unless they end with y. If

the root word ends with y, the y is changed

to i. Exceptions:

1. If the root word ends with –le, the –le is

changed to –ly. 2. If the root word ends

with –ic, –ally is added rather than just –ly,

except in the word publicly. 3. The words

truly, duly, wholly.


sadly, completely, usually (usual + ly),

comically (comical + ly) happily, angrily

gently, simply, humbly, nobly basically,

frantically, dramatically

Adding suffixes beginning with vowels to

words of more than one syllable.

If the last syllable of a word is stressed

and ends with one consonant which has just

one vowel letter before it, the final

consonant is doubled before any ending

beginning with a vowel is added. The

consonant is not doubled if the syllable is

unstressed.

forgetting, forgotten, beginning, beginner,

prefer, preferred gardening, gardener,

limiting, limited, limitation

11

To embed the correct use and spelling of

pronouns


A pronoun helps a speaker or writer to

refer to people or things without naming

them, thus avoiding repetition.

There are various sub-groups of pronoun

(e.g. possessive, reflexive, demonstrative).

The term pronoun is sufficient at this

stage; children should know that its

function is to replace the name of a person

or an object.


To develop knowledge of prefixes to

generate new words from root words


This unit revises and extends work from

Year 2 term 3 on prefixes.

Revise un- and dis-.

Introduce de-, re-, pre- and mis-.


The /i/ sound spelt y elsewhere than at

the end of words

These words should be learnt as needed.

myth, gym, Egypt, pyramid, mystery

The /u/ sound spelt ou

These words should be learnt as needed.

young, cousin, double, trouble, couple,

country

Words with endings sounding like /zhuh/

or /chuh/

The ending sounding like /zhuh/ is always

spelt –sure. The ending sounding like /chuh/

is often spelt –ture, but check that the

word is not a root word ending in (t)ch with

an –er ending, e.g. teacher, catcher, richer, stretcher.

measure, treasure, pleasure, enclosure

picture, adventure, creature, furniture,

departure, mixture

12

Words with the /k/ sound spelt ch

(Greek in origin)

school, chorus, chemist, Christmas,

character, anchor

Words with the /sh/ sound spelt ch

(mostly French in origin)

chef, chalet, machine, brochure,

champagne, chauffeur

Words with the /ai/ sound spelt ei, eigh, or

ey

vein, weigh, eight, neighbour, they, obey

13


Use knowledge of phonics, morphology and etymology to spell new and unfamiliar words

Distinguish between the spelling and meaning of common homophones

Know and apply common spelling rules

Develop a range of personal strategies for learning new and irregular words

Rules / guidelines Examples

To distinguish between the spelling and

meaning of homophones

(Support for Spelling Y4 T1)

A homophone is a word that sounds the

same as another but is spelt differently

(e.g. mail, male; to, too, two). It must be

recognised that sound is not necessarily an

indication of spelling.

Many jokes in English rely on the

idiosyncrasies of the language (e.g. What is black and white and read all over? – a newspaper) or riddles (e.g. How many socks in a pair? – None because you eat a pear!).

be/bee new/knew right/write

through/threw hole/whole are/our.

See other examples from Support for

Spelling

To investigate, collect and classify

spelling patterns related to the formation

of plurals


Revise the terms singular and plural.

Revise the term suffix. Most nouns add s in the

plural. Nouns ending in a hissing, buzzing oo

shushing sound (e.g. ss, z, ch, sh) add es in the

plural. The extra syllable makes it easier to say

(e.g. dish – dishes). Nouns ending in a consonant

and y (e.g. party, army) change y to i and add

es. Nouns ending with a vowel and y (e.g. day,

boy) just add s. Several nouns ending in o add

es in the plural. These tend to be older words

(e.g. potatoes, tomatoes); newer words (e.g.

patio – patios) just add s.

See examples from Support for Spelling

14

To investigate and learn to spell words

with common letter strings


Support for Spelling uses –ight; -ough and –

ear as example letter strings to

investigate, but this unit is also a good

opportunity to go over others from Years 2

and 3 that the children may need to revise.

Use this document to select objectives

relevant to the needs of your class.

See examples from Support for Spelling

To understand how suffixes change the

function of words


Revise suffixes taught in Years 2 and 3 to

begin with.

Establish a definition, for example: A suffix is always placed at the end of a word and usually the word changes at the point where the two parts join. Explain that suffixes change the job of a

word (e.g. changing nouns to adjectives) and

this is the focus of this unit: how to change

words by adding suffixes.

Changing the function of words:

Into verbs (-ate, -en, -ify, -ise)

Into nouns (-tion, -ity, -ness)

See examples from Support for Spelling.

The suffix –ation

The suffix –ation is added to verbs to form

nouns. The rules already learnt still apply.

information, adoration, sensation,

preparation, admiration

15

Endings which sound like /shun/, spelt –

tion, –sion, –ssion, –cian

Strictly speaking, the endings are –ion and

–ian. Clues about whether to put t, s, ss or

c before these endings often come from

the last letter or letters of the root word.

–tion is the most common spelling. It is

used if the root word ends in t (invent) or

te (inflate). –ssion is used if the root word

ends in ss (express) or –mit (permit). –sion

is used if the root word ends in d or se

(Exceptions: attend – attention; intend – intention) –cian is used if the root word

ends in c or cs (e.g. music – musician, politics – politician).

invention, inflation, injection, action,

completion, exception expression,

discussion, confession, permission,

transmission, admission expansion,

extension, comprehension, tension musician,

electrician, politician, magician,

mathematician

Endings which sound like /zhun/

If the ending sounds like /zhun/, it is spelt

as –sion.

division, invasion, confusion, decision,

collision, television

The suffix –ous

Sometimes the root word is obvious and the

usual rules apply for adding suffixes

beginning with vowels. Sometimes there is

no obvious root word. –our is changed to –

or before –ous is added. A final ‘e’ must be

kept if the /j/ sound of ‘g’ is to be kept. If

there is an /i/ sound before the –ous

ending, it is usually spelt as i, but a few

words have e (e.g. spontaneous, hideous,

piteous).

poisonous, dangerous, mountainous, nervous,

famous, various, tremendous, enormous,

obvious, pompous, previous, ravenous

humorous, glamorous, vigorous courageous,

outrageous serious, previous, obvious,

furious, envious

16

To understand the use of the apostrophe

in contracted forms of words


Children will be familiar with some common

contractions. This unit builds on the

children’s use of contractions in speech and

promotes their understanding of how to

interpret them in reading and how to use

them in writing.

Refer to year 2 objective and examples.

See examples in Support for spelling.

Explain the special case:

–it’s means it is or it has;

–its means belonging to it.

To revise and investigate links between

meaning and spelling when using affixes

(Support for spelling Y4 T3) (Whole term’s worth of work in this unit.)

This unit demonstrates how knowing the

meaning of roots, prefixes and suffixes

supports spelling.

Revise prior learning about prefixes and

how a prefix can change the meaning of

a word.

See examples in Support for spelling.

More prefixes

Prefixes are added to the beginning of root

words without any changes in spelling. Like un–,

the prefixes dis– and mis– have negative

meanings. The prefix in– can mean both ‘not’ and

‘in’/’into’. In the words given here it means ‘not’.

Before a root word starting with l, in– becomes

il–. Before a root word starting with m or p, in–

becomes im–. Before a root word starting with

r, in– becomes ir–. re– means ‘again’ or ‘back’.

sub– means ‘under’. inter– means ‘between’ or

‘among’. super– means ‘above’. anti– means

‘against’. auto– means ‘self’ or ‘own’.

dis–, mis–, in– disappear, disappoint, disobey

misbehave, mislead, misspell (mis + spell)

inactive, incorrect illegal, illegible immature,

immortal, impossible, impatient, imperfect

irregular, irrelevant, irresponsible re–: redo,

refresh, return, reappear, redecorate sub–:

subdivide, subheading, submarine, submerge

inter–: interact, intercity, international,

interrelated (inter + related) super–:

supermarket, superman, superstar anti–:

antiseptic, anti-clockwise, antidote auto–:

automatic, autograph

17

Words ending with the /g/ sound spelt –gue

and the /k/ sound spelt –que (French in

origin)

league, tongue, synagogue, antique, unique,

mosque

Words with the /s/ sound spelt sc (Latin in

origin)

The Romans probably pronounced the sc in the

Latin words from which these words come as

/sk/, so mentally pronouncing these words that

way may help with spelling – e.g. the

pronunciation /skene/ can be used when

learning to spell scene.

science, scene, scissors, muscle, disciple,

fascinate

Possessive apostrophe with plural words

The apostrophe is placed after the plural form

of the word; s is not added if the plural already

ends in s, but is added if the plural does not end

in s (i.e. is an irregular plural, e.g. children’s).

girls’, boys’, babies’, children’s, men’s, mice’s

(Note: singular proper nouns ending in an ‘s’ use

the ’s notation e.g. Cyprus’s population)

Words to be learnt (Years 3 and 4)

accident, advertise, approve, benefit, behave, bicycle,

breath, breathe, building, calendar, certain, concentrate,

chocolate, congratulate, conscience, continue, decorate,

describe, dictionary, difficult, discover, disturb, early, earn,

earth, educate, excite, experience, experiment, explore,

extreme, February, grammar, guide, guard, half, heart,

immediate, improve, increase, independent, injure, inquire,

interest, island, junior, knowledge, library, material,

medicine, mention, multiply, murmur, nephew, occasion,

often, opposite, paragraph, particular, peculiar, position,

possess, produce, professor, promise, property, prove,

punctuate, quality, quantity, quarrel, quarter, recite,

recover, register, regular, reign, remember, sentence,

separate, sew, situate, strength, sufficient, sure, surprise,

surround, thought, through, though, weary

Many root words need to be learnt, but once they are

learnt, and the rules and guidelines for adding prefixes and

suffixes are known, many long words can be spelt correctly.

Understanding relationships between words can help with

spelling. A few examples: conscience is related to science – both come from the Latin word meaning ‘to know’. bicycle is

cycle (from the Greek for wheel) with bi– (meaning two)

before it. medicine is related to medical. opposite is related

to oppose, so the schwa sound in opposite is spelt as o.

regular sounds as if it might end in the letters –er, but the

clear /a/ in the related word regularity shows that regular must end with the letters ar

18


Spell words containing unstressed vowels. Know and use less common prefixes and suffixes (e.g. im-, ir-, and -cian).

Group and classify words according to their spelling patterns and meanings.


To spell unstressed vowels in polysyllabic

words


There are many words in the English language

that contain parts that we don’t hear (e.g.

Wednesday, separate). The beat in the word

falls elsewhere.

See examples from Support for Spelling.

To spell words with common letter strings

and different pronunciations


This unit extends and consolidates earlier

teaching related to the alphabetic code –

that just as one phoneme can be spelt in

more than one way, the same spelling can

represent more than one phoneme.

Revisit the term phoneme and invite

examples of the same digraphs or trigraphs

with different pronunciations (e.g. ea: read,

deaf, Reading – the town, bear).

-ight -ear -oo -ough -ie -our

See examples from Support for spelling.

-cian -sion -tion -ssion

To explore the spelling patterns of

consonants and to formulate rules


This unit relates to the last unit (Year 5 term

1), focusing on the range of pronunciations for

the consonant c.

Explain that there are about half a million

words in current use – far too many to learn by

rote! It is helpful to learn the general rules of

spelling so that we can spell words we have not

seen before in print.

ci- ce- cy- ca- co-


19

To explore less common prefixes and suffixes


Revise from earlier years (Year 2 term 3, Year

3 term 3, Year 4 term 3) the term prefix.

Explain how a prefix can change the meaning of

a word (e.g. un-: happy – unhappy, well – unwell, selfish – unselfish; dis-: appear – disappear,

agree – disagree). Invite the children to write, on their

whiteboards, a word using the prefix un-, a

word using the prefix dis- and a word using

the prefix mis-.

Invite the children to work in pairs, orally, to

give a positive sentence and a sentence with

the opposite meaning, just using one of the

prefixes un-, dis-, mis- (e.g. I behaved well at the party – I misbehaved at the party. He was well yesterday – he was unwell yesterday).

Discuss other common prefixes for opposites

(e.g. anti-, non-, de-). Collect examples.

Explain to the children that this unit will extend

the knowledge they already have about prefixes

by introducing them to some more unusual

examples.

in- im- ir- il- non- and anti- words


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To investigate and learn spelling rules for

adding suffixes to words ending in e, words

ending in -y and words containing ie


This unit continues the theme of understanding and learning

spelling rules related to adding suffixes to the end of

words.

The aim is to explore and consolidate understanding of how

suffixes work and the spelling rules involved. The unit

revises and consolidates understanding of all suffixes

learnt so far and introduces new suffixes.

(See year 3 and 4 units on suffixes)

Check understanding of the terms vowel, consonant and

suffix. Ask for examples.

Revise earlier work on doubling consonants (e.g. fit – fitter,

hop – hopping, slip – slipping, win – winning).

Revisit the rule: If a base word ends in a single consonant letter preceded by a single vowel letter, and the suffix begins with a vowel, double the consonant letter.

Ask children if they know what happens if the word ends in

c (e.g. panic – panicking; picnic – picnicking). We add a k, which acts as a double consonant.


To identify word roots, derivations and

spelling patterns as a support for spelling


This unit encourages the children to look closely at word

structure, word families and word histories to extend their

vocabulary and develop spelling skills.

Meaning is sometimes a better predictor of spelling than

pronunciation (e.g. please, pleasure, south, southern).

Children are fascinated to learn where words came from

and they should be encouraged to use etymological

dictionaries and thesauruses for support.

Revisit prior learning about prefixes and suffixes from Year

4 term 3. A matrix is useful in giving a visual

explanation of how words are built up.


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Endings which sound like /shus/

spelt –cious or –tious

Not many common words end like this.

If the root word ends in –ce, the /sh/ sound is spelt as c –

e.g. vice –vicious, grace – gracious, space – spacious, malice – malicious. Exception: anxious

vicious, precious, conscious, delicious, malicious,

suspicious, ambitious, cautious, fictitious,

infectious, nutritious

Endings which sound like /shul/ -cial is common after a vowel and –tial after a consonant,

but there are some exceptions.

Exceptions: initial, financial, commercial, provincial (though

the spelling of the last three could be said to come from

finance, commerce and province.)

official, special, artificial, partial, confidential,

essential

Words ending in –ant, –ance/–

ancy, –ent, –ence/–ency

Use –ant and –ance/–ancy if there is a related word with a

clear /a/

or /ai/ sound in the right position –

–ation endings are often a clue.

Use –ent and –ence/–ency after soft c (/s/ sound), soft g

(/j/ sound)

and qu, or if there is a related word with a clear /e/ sound

in the right position.

There are many words, however, where the above guidelines

don’t help. These words just have to be learnt.

observant, observance, (observAtion),

expectant (expectAtion)

hesitant, hesitancy (hesitAtion), tolerant,

tolerance (tolerAtion),

substance (substAntial)

innocent, innocence, decent, decency, frequent,

frequency,

confident, confidence (confidEntial), assistant,

assistance,

obedient, obedience, independent, independence

Words ending in –able and –ible The –able ending is far more common than the –ible ending.

As with –ant and –ance/–ancy, the –able ending is used if

there is a related word ending in –ation.

If the –able ending is added to a word ending in –ce or –ge,

the e after the c or g must be kept as those letters would

otherwise havetheir ‘hard’ sounds (as in cap and gap) before

the a of the –able ending.

The –able ending is usually but not always used if a

complete root word can be heard before it, even if there is

no related word ending in –ation. The first six examples

opposite are obvious; in reliable, the complete word rely is

heard, but the y changes to i in accordance with the rule.

The –ible ending is common if a complete root word can’t be

heard before it but it also sometimes occurs when a

complete word can be.

adorable (adoration), applicable (application),

considerable (consideration), tolerable

(toleration)

changeable, noticeable, forcible, legible

dependable, comfortable, understandable,

reasonable, enjoyable,

reliable, possible, horrible, terrible, visible,

incredible, sensible.

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Use of the hyphen to link words Hyphens can be used to join a prefix to a root

word, especially if the

prefix ends in a vowel and the root word also

begins with one.

e.g. co-ordinate, re-iterate, pre-eminent, co-

own

Words with the /ee/ sound spelt ei

after c

The ‘i before e except after c’ rule applies to

words where the sound spelt by ei is a clear

/ee/.

Exceptions: protein, caffeine, seize.

deceive, conceive, receive, perceive, ceiling (+

deceit, conceit, receipt)

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Spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words.

Use a range of strategies to edit, proofread and correct spelling in their own work, on paper and on screen.


To embed the use of independent spelling

strategies for spelling unfamiliar words

Support for Spelling Y6T1

This unit aims to encourage the children to become

independent spellers and to develop strategies of their own

that would improve their accuracy.

First, it may be useful to use a questionnaire to raise the

children’s awareness of spelling and themselves as spellers.

Make strategies for learning spellings explicit.

Visual strategies involving the eye and hand; Auditory

strategies involving the ear and mouth; Learning strategies

based on mind and method. Ask children to look at their own

writing and at the errors they made. Build a positive image

by emphasising that they will never spell a word completely

incorrectly. Some parts of the word will always be correct

and the children just need to concentrate on the letters

that were incorrect. Support them in categorising their

errors. A matrix may help; below are two examples that will

support children’s self-analysis and help them in deciding on

personal spelling priorities. Discuss the children’s priorities

for their personal spelling targets.


Investigate the meaning and spelling of

connectives


This unit links to grammar work on connectives.

Connectives can be single words, compound words or phrases

that join texts together by referring and making links to

what has gone before.

Use a known text such as a report or piece of journalistic

writing. Highlight connectives and help the class to work out

their function – to connect phrases, sentences and ideas in

different ways.


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To revise and extend work on spelling

patterns for unstressed vowels and

consonants in polysyllabic words


This unit revises and extends prior learning from Year 5

term 1.

Write a several words containing unstressed vowels on the

whiteboard (e.g. Wednesday, vegetable, miniature, primary).

Ask the children to work out what the words have in

common and why people might have difficulty in spelling

them.

Explain that sometimes letters or complete syllables are

difficult to hear and this can cause difficulties in spelling.

Example words:

animal miniature predict stationary

conference offering desperate definite

centre company explanatory prosperous

secretary interest disinterest interested

separate literature February memorable

reference prepare messenger separate

astronomy history consonant describe

margarine medicine miniature parliament

Wednesday secretary Saturday voluntary

See Support for Spelling.

To use what is known about prefixes and

suffixes to transform words


This unit revises and consolidates all the learning so far

about prefixes and suffixes.

• Revise: What is a suffix? Establish that a suffix

is placed at the end of a word and changes the

status of a word, singular to plural, present to past tense,

noun to verb or adjective, verb to noun, comparatives.

• Encourage the children to use individual

whiteboards to give examples of each type of suffix.

Emphasise the spelling modifications: y to i, y to ies,

dropping the e, doubling the consonant

(e.g. party – parties, church – churches, hope – hoping, skip –

skipping, walk –walked, solid – solidify, run – runner; bright,

brighter, brightest).

• Revise: What is a prefix? Establish that a prefix

is a morpheme (smallest unit of meaning) and it

is placed in front of a word to change its meaning. Invite

examples from the children (e.g. un – unwell, dis – disabled,

mis – mistake, anti – antidote).

See extensive examples and activities in

Support for Spelling.

To spell unfamiliar words by using what is

known of spelling patterns and word families


This unit aims to encourage children to apply their

knowledge of letter patterns and strings to the spelling of

words that they have not encountered in print before.

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To revise and use word roots, prefixes and

suffixes as a support for spelling.


This unit extends and consolidates work, from Year 4 term

3 and Year 5 term 3, relating to etymology (word origins)

and word structure (morphology).

• Dictionaries, both standard and etymological, are

useful resources for this unit.

• Revise the meaning of root. A root word (e.g. girl,

pen, agree, take) cannot be broken down into parts.

• Other words contain a root word with a prefix,

suffix or both added (e.g. appear: root + dis- = disappear,

add -ed = disappeared; there is a prefix before the root

word and a suffix after it).


Adding suffixes beginning with

vowels to words ending in –fer

The r is doubled if the –fer is still stressed

when the ending is added.

The r is not doubled if the –fer is no longer

stressed.

referring, referred, referral, preferring,

preferred, transferring, transferred

reference, referee, preference, transference

Words containing the letter-string

ough

ough is one of the trickiest spellings in English –

it can be used to

spell a number of different sounds.

ought, bought, thought, nought

rough, tough, enough

cough

though, although, dough

through

thorough, borough

plough

Words with ‘silent’ letters (i.e.

letters which cannot be predicted

from the pronunciation of the

word)

Some letters which are no longer sounded used

to be sounded hundreds of years ago: e.g. in

knight, the k was sounded as /k/ and the gh

used to represent the sound that ‘ch’ now

represents in the

Scottish word loch.

doubt, island, lamb, solemn, thistle, knight

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Homophones and other words

that are often confused

In these pairs of words, nouns end –ce and

verbs end –se. Advice and advise provide a

useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not

be spelt c.

advice/advise

device/devise

licence/license

practice/practise

prophecy/prophesy

Other examples:

aisle: a gangway between seats (in a church, train, plane) isle: an island

aloud: out loud allowed: permitted

affect: usually a verb (e.g. ‘The weather may affect our plans.’) effect: usually a noun (e.g. ‘The weather may have an effect on our plans.’). If a verb,

it means ‘bring about’ (e.g. ‘He will effect changes in the running of the business.’).

altar: a table-like piece of furniture in a church alter: to change

ascent: the act of ascending (going up) assent: to agree/agreement (verb and noun)

eligible: suitable to be chosen or elected illegible: not legible (i.e. unreadable)

eliminate: get rid of/exclude illuminate: light up

farther: further father: a male parent

guessed: past tense of the verb ‘guess’ guest: visitor

heard: past tense of the verb ‘hear’ herd: a group of animals

led: past tense of the verb ‘lead’ lead: present tense of that verb, or else the metal which is very heavy (‘as heavy as lead’)

bridal: to do with a bride at a wedding bridle: reins etc. for controlling a horse

cereal: made from grain (e.g. breakfast cereal) serial: adjective from the noun ‘series’ – a succession of things one after the other

compliment: to make nice remarks about someone (verb) or the remark that is made (noun) complement: related to the word ‘complete’ – to make

something complete or more complete (e.g. ‘Her scarf complemented her outfit.’)

descent: the act of descending (going down) dissent: to disagree/disagreement (verb and noun)

desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable) dessert: (stress on second syllable) a

sweet course after the main course of a meal

disinterested: not having a personal stake in the matter (a World Cup referee must be disinterested – i.e. must not be from one of the

countries playing in the match) uninterested: not interested, bored (a referee should be interested, not uninterested, in football)

draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in someone (e.g. to draft in extra help) draught: a

current of air

morning: before noon mourning: grieving for someone who has died

past: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. ‘He walked past me’)

27

passed: past tense of the verb ‘pass’ (e.g. ‘I passed him in the road.’

precede: go in front of or before proceed: go on

principal: adjective – most important (e.g. principal ballerina); noun – important person (e.g. principal of a college) principle: basic truth or

belief

profit: money that is made in selling things prophet: someone who foretells the future

stationary: not moving stationery: paper, envelopes etc.

steal: take something that does not belong to you steel: metal

wary: cautious weary: tired

who’s: contraction of ‘who is’ or ‘who has’ whose: belonging to someone (e.g. ‘Whose jacket is that?’) Word List for Years 5 and 6

accommodate affection analyse ancient apparent appreciate atmosphere attitude average awkward

bargain believe blemish boundary bruise

career celebrate century challenge committee convince correspond coward create curious

debate deceive decimal definite demonstrate deprive destroy develop

electric embarrass emigrate encounter encourage endure engineer enrol envelope equator equip especially estimate Europe European evidence exaggerate excavate exceed explanation

favour familiar festival flavour forbid foreign forty fruit

garage genuine germ govern(ment) gradual granite guarantee

harass haughty haunt hearty height hinder hindrance hoax honour horizon humility hurricane

identify illustrate imagine imitate immense impress imprison include index industry inferior influence inhabitant instrument interfere interrupt interview introduce investigate

jealous juice junction jury

knead knuckle

lawyer lecture legend leisure length lenient lightning liquid

magazine majesty majority manage manufacture marvellous medium military mineral minor miracle mischief mischievous modern modest moisture mosquito

narrate nation natural ninth nuisance

object observe occupy omit operate opinion organise origin

parallel parliament permanent persevere phrase popular prefer privilege pronunciation protect punctual purpose

qualify quench query

rapid realise reason receive receipt recent recommend refuse regret relevant remove request resemble resign restore revise rhyme rhythm ridiculous

sandwich satisfy saucepan scheme seize severe sign similar sincere society solemn sphere statue stubborn style succeed success suggest suit superior surprise syllable sympathy syrup

talent telescope tempt terminate theatre thorough tomorrow tremendous triumph twelfth tyrant

umpire unite utter

vacant variety (root word vary) ventilate villain virtue vocabulary volcano volume

wardrobe whether wisdom wizard woollen wrench

yacht yeast zero zone zoology

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Documents

Spelling scheme of work Year 1: Revision of Foundation Stage Letters and Sounds · PDF file · 2015-02-10Year 1: Revision of Foundation Stage Letters and Sounds Phases 1-4 ... boy,